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Journal articles

L'enseignement de l'anglais dans les écoles françaises à l'étranger : hétérogénéité et motivation

Abstract : This descriptive research is the result of training courses in African and Asian French schools. The institutional and sociological context reveals obstacles that come from specific reasons, like an earlier learning, more intensive lessons, more demanding parents, children with different nationalities, teachers with a variety of training experiences: there is consequently a lack of concentration and motivation. The cognitive dimension seems to be predominant. A reinforced affective dimension together with a better homogeneousness can help: taking into account fun, setting up a two-level progression for beginners and false beginners, following the French instructions while adapting those of the false beginners by picking up linguistic elements from secondary forms. An adapted list of linguistic competences and resource books can help to restore homogeneousness and motivation.
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Submitted on : Friday, March 1, 2019 - 7:33:45 AM
Last modification on : Tuesday, October 19, 2021 - 5:56:00 PM
Long-term archiving on: : Thursday, May 30, 2019 - 1:07:27 PM


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  • HAL Id : hal-02053074, version 1


Yvon Rolland. L'enseignement de l'anglais dans les écoles françaises à l'étranger : hétérogénéité et motivation. Expressions, Institut universitaire de formation des maîtres (IUFM) Réunion, 2001, pp.147-170. ⟨hal-02053074⟩



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